Educational Design Research Research Articles

Comparing the Effectiveness of a Matching Quiz and Half-Minute Paper as Formative Assessment Tools


 
 
 A range of research studies have been conducted on either quizes or minute papers as formative assessment tools. A comparison of both tools was done by Kwan through his survey of students learning about the principles of economics. Kwan’s study compared the application of a one-minute paper and quiz in the form of extended true-false, multiple-choice, and short answers. However, this article experimentally compared a matching quiz and half-minute paper as formative assessment tools in an Educational Research Design class, a content-based subject taught to university students. The results of the descriptive statistics showed that the matching quiz was more effective than the half-minute paper as a formative assessment tool. Inferential statistics using the independent sample t-test, however, revealed that the difference between the experimental and control groups’ posttest mean scores was not statistically significant. This indicated that the matching quiz and half-minute paper could possibly be used interchangeably; however, the teacher should be aware that the matching quiz is more practical but cannot develop students’ higher-order thinking skills, while the half-minute paper encourages active learning but takes more time to apply.
 Keywords: effectiveness, matching quiz, half-minute paper, formative assessment
 
 

Pengembangan E-Modul Sistem Koloid Berbasis Guided Discovery Learning Untuk Siswa Kelas XI SMA

The 2013 curriculum requires students to actively participate and be skilled within the use of knowledge and communication technology in the learning method so that learning is more interactive, efficient and effective. One of them is the use of e-modules or electronic teaching materials. This study aims to determine the validity, practicality, and effectiveness of the development of Guided Discovery Learning-based colloid system e-module for class XI grade senior high school students. This form of study is educational design research that makes use of the Plomp model. The validity check turned into completed with the aid of using five validators consisting of two chemistry lecturers at a university in the city of Padang and three chemistry teachers at a high school in Padang Pariaman district. The practicality and effectiveness test was conducted on three chemistry teachers and students of class XII MIPA at one of the high schools in Padang Pariaman district. The outcomes of validity and practicality had been analysed by the usage of the Aiken V formula and results of the effectiveness of e-module data using N-Gain formula. The conclusion of this research is that the e-module colloid system based on Guided Discovery Learning for class XI SMA which was developed is valid, practical, and effectively used to improve students understanding of concepts.

VALIDITY LEVEL OF 3D PAGEFLIP POCKET BOOK ABOUT SPECIES ON CYPERACEAE FAMILY AT GALAM VEGETATED SWAMP

Local potential in South Kalimantan, especially plants, can be used as a source of learning. Valid learning resources are learning resources that are validated by experts. Validation can be interpreted as an act of proof appropriately through certain stages to always achieve the desired results. The purpose of this study was todesribe the validity of the 3D pageflip based pocket book of the Cyperaceae Family in the Galam Vegetated Swamp, Bati-Bati District. This research method uses Education Design Research (EDR) with the Tessmer formative evaluation model by 2 experts. The results of the validation stage research by 90,97% of experts with the criteria “very valid” so that it can be used as a learning resorce.

Pengembangan Aplikasi Media Pembelajaran Berbasis Android pada Materi Larutan Elektrolit dan Nonelektrolit

The purpose of this study is to develop the Melonit applications an Android-based learning media on electrolyte and non-electrolyte solutions, and disclose the level of validity of the developed product regarding the validity of the content, construct and media. This type of research is Educational Design Research applying the Plomp development model, which consists of three stages, namely preliminary research, prototyping stage and assessment stage. The research instruments used were in the form of content validity questionnaires, constructs and media and one to one evaluation interview sheets. The results of processing the content and construct validity data were obtained at 0,89 with a valid category. Meanwhile, the validity of the media was obtained at 0,94 with a valid category. Research on android-based learning media applications that have been developed is valid, so that further research can be carried out on the practicality and effectiveness of the applications that have been developed.

Human rights and nutritional care in nurse education: lessons learned.

Background: Food is an important part of nursing care and recognized as a basic need and a human right. Nutritional care for older adults in institutions represents a particularly important area to address in nursing education and practice, as the right to food can be at risk and health personnel experience ethical challenges related to food and nutrition. Objective: The present study investigates the development of coursework on nutritional care with a human rights perspective in a nursing programme for first-year nursing students and draws upon reflections and lessons learned. Research design: The study utilized educational design research. The coursework, developed through two rounds, combined on-campus learning and clinical placement in nursing homes. Nursing studentsʼ perspectives and experiences gathered through focus groups and a written assignment informed the development and evaluation of the coursework. Participants and research context: In the first round, multistage focus group interviews were conducted with 18 nursing students before, during and after placement. In the second round, four focus group interviews with 26 nursing students were conducted shortly after placement. Ethical consideration: The study was approved by the Norwegian Centre for Research Data. Findings: Three main ʽlessons learnedʼ emerged regarding introducing a human rights perspective in nursing education: 1) the contribution of the human rights perspective in changing the narrative of ʽvulnerable and malnourished patientsʼ, 2) the importance of relationships and experiences for learning about human rights and 3) the benefit of combining development of ethical competence with a human rights perspective. Conclusion: A human rights perspective enabled the students to give meaning to nutritional care beyond understanding of food as a basic physical need. Incorporating human rights in nursing education can support nursing students and nurses in recognizing and addressing ethical and structural challenges and being able to fulfil the right to food for patients.

Validity of E-Module Based on Problem Based Learning Integrated Demonstration Video and Science Literacy

The time of mechanical insurgency 4.0 is a period of digitalization in different areas particularly within the field of instruction so it takes educating fabric that can increment understudy movement in learning. This type of research is educational design research using the Plomp model. This model consists of three steps: (1) preliminary research, (2) prototyping, and (3) assessment phase. The research instrument used observation sheets, questionnaires, and learning outcomes tests. The e-module was validated by six construct experts and three content experts. This inquires about points to create an e-module of electrolyte and nonelectrolyte solutions based on problem-based learning integrated demonstration videos and scientific literacy and decide the level of validity of created e-module. This sort of investigation is instructive plan inquire about utilizing the plomp model. The appraisal rebellious utilized were perceptions sheets, surveys, and learning results tests. The e-module was approved by five validators, to be specific the build validator and the substance validator. The comes about of the validity of the e-module develop gotten Aiken’s V normal esteem of 0.85 with a substantial category, and the validity of the e-module substance gotten a normal CVI esteem of 1 with a substantial category. Based on the results of the study, it was concluded that the problem-based learning e-module of electrolyte and nonelectrolyte solutions integrated with demonstration videos and scientific literacy developed was valid.

Enhancing Health Care Education and Practice Post COVID

Enhancing Health Care Education and Practice Post COVID

Students\u2019 collaborative creative process and its phases in mathematics: an explorative study using dual eye tracking and stimulated recall interviews

In the age of artificial intelligence where standard problems are increasingly processed by computers, creative problem solving, the ability to think outside the box is in high demand. Collaboration is also increasingly significant, which makes creative collaboration an important twenty-first-century skill. In the research described in this paper, we investigated students’ collaborative creative process in mathematics and explored the collaborative creative process in its phases. Since little is known about the collaborative creative process, we conducted an explorative case study, where two students jointly worked on a multiple solution task. For in-depth insight into the dyad’s collaborative creative process, we used a novel research design in mathematics education, DUET SRI: both students wore eye-tracking glasses during their collaborative work for dual eye-tracking (DUET) and they each participated in a subsequent stimulated recall interview (SRI) where eye-tracking videos from their joint work served as stimulus. Using an inductive data analysis method, we then identified the phases of the students’ collaborative creative process. We found that the collaborative creative process and its phases had similarities to those previously found for solo creative work, yet the process was more complex and volatile and involved different branches. Based on our findings, we present a tentative model of the dyad’s collaborative process in its phases, which can help researchers and educators trace and foster the collaborative creative process more effectively.

Training nurse mentor trainers in modern nursing education in Kazakhstan

The aim of this educational design-based development process was to create a Mentor Trainer Education (MTE) programme, which would ensure consistent competencies mentor trainers nationwide in Kazakhstan. In addition, the aim was to describe the fundamental design principles for MTE.Educational design research is an approach to studying and developing educational interventions as a solution to complex educational problems. The method is a cyclical development process which consists of preliminary research and development in real life settings. One characteristic of the development process is circularity, and this includes analysis, design, evaluation, and iterative revision. Modifications for the final educational product are based on continuous feedback gathered from the participants of the development project. The final phase of the educational design research is to describe the design principles for the educational product or problem. In this educational design research, the data consisted of a literature review, the feedback of participants in mentor trainer education and the perceptions of the educators regarding MTE. After three iterative cycles the MTE programme was finalized. The educational product consists of learning outcomes, training content and adjustable teaching methods in student-centred learning. Furthermore, the fundamental design principles for MTE were defined. The defined 13 design principles are essential for planning and guiding the implementation of MTE. Conclusions. Mentor trainer education is one of the means to enhance the quality of clinical learning in modern nursing education. Mentor trainers are needed for organizing systematic mentor training for nurses and for developing unified practices for clinical learning. With proper numbers of competent mentor trainers systematic nurse mentor education is possible to accomplish. The MTE programme was produced to enhance mentor trainers’ competencies nationwide in Kazakhstan as a part of nursing education modernization.Keywords: Education, nursing, mentoring, preceptorship.

Research Design in Adult Education: Issues and Perspectives

In the universities, students and researchers who engage in research writing have continued to find it difficult to understand the concept of research design, its importance and how to apply it in their project works at undergraduate and postgraduate levels. This may not be unconnected to the reasons most of them outsource the process of writing research projects to third parties with attendant consequences on the quality, validity and credibility of their research output. Research in Adult Education is aimed at proffering solutions to educational problems and creating new ideas in the field of education. This paper explored the concepts of research design and its significance in adult education research. The paper used documentary approach in qualitative research methodology to obtain secondary data from scholarly publications to examine the different approaches in design research and highlight the critical issues that students and researchers should acquaint themselves with in their pursuit to produce quality research projects.

Estrategia pedagógica inclusiva basada en DUA y PIAR para desarrollar la lectura inferencial

The objective of this research is to strengthen inferential reading in sixth grade students of the La Esperanza Educational Institution by means of a strategy based on the Universal Design of Learning DUA and the Individual Plan of Reasonable Adjustments PIAR. The research was conducted from a qualitative approach under the educational action research design. The population consisted of 34 students in grade 6, including 5 with a diagnosis of disability and 5 presumptive. The results of the research show that the SAD allows strengthening the inferential comprehension of students with and without a diagnosis of disability. In addition, there is little knowledge and application of the principles of SAD for classroom work; therefore, there is an urgent need to improve training in this regard. It is also identified that the PIAR is an indispensable tool to strengthen the academic process of the disabled student, since it allows understanding how far he/she can go without falling into capacitism. It is not the student who must change beyond his or her possibilities; it is the educational institution that must eliminate learning barriers and prevent the curriculum from preventing the student from accessing knowledge based on his or her abilities.

Evaluation and Reflective Implementation of an Online Open Educational Resource (OER)

This paper presents the evaluation and reflective implementation of iteratively designed and developed online open educational resources (OER) for geoscience undergraduate classes in the context of a long-term educational design research project. The results indicated that the use of free and open software and social media allowed low cost in video content hosting and broadened cross-disciplinary review and evaluation. These methods provide insights for scientists, teachers, instructional designers, educational researchers, and librarians in the use of social media and Search Engine Optimization (SEO) for OER implementation and reuse. Pros and cons of using these evaluative and reflective methods, especially during the Covid-19 pandemic, and the sustainability of maintaining OER are discussed.

Students' evaluation and learning experience on the utilization of Digital Interactive Math Comics (DIMaC) mobile app

Mobile phones are prevalent worldwide, and today's learners utilize this technology for instructional purposes. This educational design research aims to evaluate the developed interactive mobile application. This instructional material contributes to today's 21st century or digital native learners' needs to engage students in the teaching-learning process. The app is aligned with mathematics instruction, balancing visuals and Math content. Employing the Instructional Material Development for Non-print Materials instrument shows that the developed mobile app is acceptable for the Grade 11 students. Students reported a positive experience and noted an increased interest in Mathematics when using the app. Further research is needed to explore the integration of this app in the mathematics classroom.

Evaluation and Reflective Implementation of an Online Open Educational Resource (OER)

This paper presents the evaluation and reflective implementation of iteratively designed and developed online open educational resources (OER) for geoscience undergraduate classes in the context of a long-term educational design research project. The results indicated that the use of free and open software and social media allowed low cost in video content hosting and broadened cross-disciplinary review and evaluation. These methods provide insights for scientists, teachers, instructional designers, educational researchers, and librarians in the use of social media and Search Engine Optimization (SEO) for OER implementation and reuse. Pros and cons of using these evaluative and reflective methods, especially during the Covid-19 pandemic, and the sustainability of maintaining OER are discussed.

Development of Petroleum E-Module Based on Scientific Approach for Senior High School Grade XI

ABSTRACT
 The subject matter of petroleum at school is still difficult for students to be understand because of the length of the material description, many concepts using foreign terms, and the visualization of petroleum material in the teaching materials has not attracted enough attention. One way to obtain teaching materials that can increase students' motivation and understanding is to develop e-module teaching materials. E-modules also allow students to learn independently. The e-module was developed using a scientific approach as suggested in the 2013 curriculum. This study aims to develop a valid e-module. The type of research conducted is Educational Design Research. The e-module was developed using the Plomp development model which consists of three main steps, preliminary research stage, prototype stage and assessment phase. This research is limited to the validation stage. Validation was carried out by 5 validators, by three chemistry lecturers at FMIPA UNP and two chemistry teachers. The validation results are calculated using Aiken’s V statistics. From the results of data processing, it is found that the petroleum e-module based on the scientific approach developed is valid with value 0.83.
 Keywords: Educational Design Research, Independent Learning, Petroleum, Scientific Approach

Developing peer mentors’ collaborative and metacognitive skills with a technology-enhanced peer learning program

Learning in the 21st century is influenced by a new paradigm regarding the human relationship with knowledge. The change from knowledge transmission to knowledge construction assumes a central role for the development of 21st century key competencies. Despite this, more evidence is required regarding the impact of active learning approaches on the development of such skills, especially metacognitive and collaborative skills. The present study reports findings on the impact of a technology-enhanced peer learning program on the promotion of upper secondary English as a Foreign Language student mentors’ metacognitive and collaborative skills as well as on how digital technologies (social media, multimedia production and collaborative online tools) contributed to their participation. 47 mentors from three Portuguese K-12 schools integrated the sample. Developed within the scope of Educational Design Research, the study follows a mixed-methods approach and combines quantitative and qualitative data from two self-report measurement tools and a survey by questionnaire. Data were analyzed by means of descriptive and inferential statistics and content analysis. Study findings confirmed that participation in the peer learning program had a positive impact on mentors’ metacognitive awareness and on the development of communication and collaboration skills related competencies - interaction and sharing with technologies, adding new evidence of the effectiveness of an innovative peer learning program design as to the deployment of 21st skills on secondary education. Study findings also indicated that the role of digital technologies was critical to supporting mentors’ collaborative work and interaction with their peers while participating in the program.

Development of 21st Century Skills-Based Stereochemistry Learning Tools to Train Students' Argumentation Skills

This study aims to describe the validity of 21st century skills-based stereochemistry learning tools to train students' argumentation skills. This research is an educational design research with reference to the design of the Wademan development research model. The research instrument used was a learning tools validation sheet consisting of several validation sheets, namely: syllabus validation sheet, lesson plan validation sheet, teaching material validation sheet, student worksheet validation sheet, and argumentation skills assessment instrument validation sheet. The research data obtained from the validation and review sheets were analyzed descriptively and qualitatively. The expert's assessment of validation for each aspect of the assessment has good and very good validity criteria. These results indicate that learning tools that integrate the nature and complexity of the stereochemical structure of natural compounds from tropical rain forests can be used in the stereochemistry learning process.

The Feasibility of Guided Inquiry –Based Natural Sciences Module to Object Materal and Form Changes

Inquiry is the essence of science learning, but their activity is rarely trained in elementary school students. Therefore, the purpose of this research is to produce a guided inquiry-based science module that is appropriate to improve students’ learning outcomes on material objects and changes in form. This research is part of the educational research design with Tessmer's formative evaluation, namely at the field test stage. The module trial used a quasi-experimental one-group pre-test and post-test design. The science module was declared valid by the validators, was then tested on 30 fifth graders in an elementary school in Kapus Regency, Central Kalimantan. The research data was obtained through the instrument of observing the module implementation and learning outcomes tests (products and processes). The results of the observations show that all inquiry activities in the module can be carried out properly. In addition, the acquisition of n-gain student learning outcomes is 0.43 with moderate criteria. Thus, the guided inquiry-based science module is feasible to use in science learning.

Development Blended Web Mobile Learning Model on COVID-19 Pandemic

Education Design Research (EDR) focuses on producing a Blended Web Mobile Learning (BWML) to increase the students’ HOTs of senior high school. The BWML model in each phase is supported by using the MoLearn application (web and mobile version). The results indicate that the BWML model is proven to be valid, practical and effective in improving HOTs of senior high school students. Research implication such as: (1) The BWML model can be used as an alternative to digital-based learning, (2) The BWML model can be a reference for developing a hybrid learning model in COVID-19 pandemic, (3) The research result can be used as empirical data that web and mobile integration in learning has proven successful.

Constructing a design framework and design methodology from educational design research on real-world educational technology development

Educational design research (EDR) seeks to contribute to both practice and theory by developing solutions that improve educational practice and generating usable and generalisable knowledge. Most EDR researchers tend to focus on reporting their research contributions to educational practice. Therefore, there is a need for disseminating research that pays more attention to the theoretical contributions of EDR so that those outside a particular EDR project can benefit. This paper focuses on the theoretical contributions, particularly the design framework and design methodological knowledge, of a 6-year EDR enquiry that aimed to develop educational technologies that promote primary school mathematics learning and classroom practice. Informed by the literature and direct experiences of working in collaboration with teachers and various disciplines during this iterative study, a design framework for developing real-world educational technologies and guidelines for conducting EDR are proposed. The design framework highlights four essential aspects—content, pedagogy, practice, and technology—that should be considered when developing educational technologies to ensure their educational benefits, feasibility, and successful real-world utilisation and adoption. The proposed guidelines for conducting EDR, such as exploring design alternatives and employing appropriate design construction and evaluation methods, can assist other researchers, including a single doctoral student, in embracing opportunities and overcoming the challenges that may emerge.